Principal induction is the process by which new school principals make the transition from theoretical to operational leadership. Many approaches to induction have been tried, ranging from simply handing over the building keys to comprehensive career development programs. To exemplify ongoing research and development in educational administration seeking to fill the gap between the idealized abstraction characteristic of principal academic preparation and the demanding reality confronted during their first years on the job, five studies are discussed in this document. First, Ron Hickey outlines the results of his survey of 34 new Kentucky principals and recommends, based on the compiled data, additional orientation in time management, communication with staff, working with parents, budgeting, and curricular instruction. Second, based on his recently completed study in the Midwest, John C. Daresh delineates the major problems confronting new principals and offers some promising recommendations. Third, Joseph W. Licata describes how a Louisiana State University project has organized a collaborative inservice training effort for 15 new principals. Fourth, Mark E. Anderson gives a comprehensive guide to the formation of strategies for successful principal induction. And fifth, Howard Sosne provides from personal experience a practical guide of "dos and don'ts" for new principals. (KM)

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